Nurturing a GROWTH Mindset

Transcription

1 Nurturing a GROWTH Mindset Based on the work of Carol Dweck and Robert Marzano Lyn Cavanagh Olson Pajaro Valley USD 1

2 Effort Attitude Beliefs PVUSD GATE Services 2

3 The Main Ideas Effort leads to achievement Effective feedback helps students learn and achieve; ineffective feedback does not We can teach students about the value of effort 3

4 Students generally attribute their own success to four causes: * Ability * Effort * Other People * Luck Belief in EFFORT is clearly the most useful! (Marzano, et. al, 2001, p 50) PVUSD GATE Services 4

5 Student beliefs about effort Not all students realize the importance of believing in effort or making the effort. (Marzano, et. al, 2001, p 50) 5

6 PVUSD GATE Services 6

7 Mindset: Mindsets The views held by a person about the nature of intelligence and of their own intelligence! PVUSD GATE Services 7

8 Born SMART.? 8

9 Was Michael Jordan born slam dunking? 9

10 Was Justin born a POPSTAR? 10

11 What do you think? Are our abilities determined from birth? 11

12 Learning helps our neurons GROW. The more we learn, the more connections they make.

13 Evidence from Neuroscience People who play music have been found to have auditory centres that are BIGGER than normal. The sound area of their brain grew through practicing their music.

14 Growth mindset Believes: Intelligence is MALLEABLE Learning requires HARD WORK and EFFORT ALL individuals CAN LEARN and improve We CANNOT MEASURE a person s POTENTIAL 14

15 Fixed mindset Believes: Intelligence is CARVED IN STONE Scores on a test MEASURE POTENTIAL Intelligent people shouldn t have to WORK HARD Failure reflects a LACK of INTELLIGENCE 15

16 Growth: Mastery response View setback as a challenge Look for other ways to do things A love for learning and selfimprovement A desire to be challenged A willingness to work for positive results A belief that you can control the outcomes in your life with effort and practice The ability to learn from mistakes and failures Emotional resilience 16

17 Fixed: Helpless response Lack of perseverance Decreased enjoyment Disengaged and avoid getting involved with studying A false sense of superiority Undermined by a deep sense of self-doubt A fear of failure; refusal to take risks A feeling that failure permanently defines you as a loser A need to prove yourself again and again 17

18 How the Research Classified Students Mindsets as Fixed or Growth Students completed a questionnaire that assessed: * Their personal theory of Intelligence * Their goals * Their beliefs about effort * Their responses to failure PVUSD GATE Services 18

19 Mindsets Graphics. 19

20 Pop Quiz 20

21 Effects of the Mindsets on Achievement Growth Mindset Desire to LEARN Fixed Mindset Desire to LOOK SMART Challenges Embrace Challenges Avoid Challenges Obstacles Effort Criticism Success of Others Persist in the face of setbacks Effort = Path to mastery Learn from Criticism Find lessons and Inspiration Get Defensive or Give up Easily Effort = Only for ungifted Ignore Negative Feedback Feel Threatened

22 When do you feel smart? (from Mindset, page 22) People with the growth mindset said: * When it s really hard, and I try really hard, and I can do something I couldn t do before. * When I work on something a long time and I start to figure it out People with the fixed mindset said: * It s when I don t make any mistakes. * When I finish something fast and it s perfect. * When something is easy for me but other people can t do it. PVUSD GATE Services 22

23 Almost equal Most people display one or the other response. In some areas they may react with a mastery response and in others a helpless response. 23

24 Reflection Moment What squares with my thinking? 1 3 Three points to remember. 2 24

25 GOOD NEWS We can change from a fixed mindset to a growth mindset! 25

26 Studying the Effect of Praise The words we use can impart a mindset Our words have great power over our children s (students ) motivation and effort! PVUSD GATE Services 26

27 The Power of our Words The experimental procedure: 1.Students given easy problems from the Ravens test 2.Students praised with fixed, growth or control praise 3.Students then asked to complete a second and third set of increasingly difficult problems 4.Students asked to explain their lowered achievement PVUSD GATE Services 27

28 1. PVUSD GATE Services 28

29 2. Communicating Mindsets Intelligence Praise (Fixed mindset) : Wow, that s a really good score. You must be smart at this. Effort Praise (Growth mindset) : Wow, that s a really good score. You must have tried really hard. Control Group: Wow, that s a really good score. PVUSD GATE Services 29

30 3. PVUSD GATE Services 30

31 Number of problems solved PVUSD GATE Services 31

32 The Secret to Raising Smart Kids Hint: Don't tell your kids that they are. More than two decades of research shows that a focus on effort not on intelligence or ability is key to success in school and in life. PVUSD GATE Services 32

33 Vulnerability to Fixed Mindset Girls and Teen-agers Women in STEM 33

34 Girls achievements and interests in math and science are shaped by the environment around them. 34

35 Negative stereotypes about girls and women s abilities in math and science adversely affect their performance in these fields. Performance on a Challenging Math Test, by Stereotype Threat Condition and Gender Expose girls to successful female role models in math and science. Teach students about stereotype threat. Source: Spencer, S. J., Steele, C. M., & Quinn, D. M., "Stereotype threat and women's math performance," Journal of Experimental Social Psychology, 35(1), p

36 In math and science, a growth mindset benefits all but especially girls. Fixed Mindset Intelligence is static. Leads to a desire to look smart and therefore a tendency to avoid challenges give up easily due to obstacles see effort as fruitless ignore useful feedback be threatened by others success Growth Mindset Intelligence can be developed. Leads to a desire to learn and therefore a tendency to embrace challenges persist despite obstacles see effort as path to mastery learn from criticism be inspired by others success Teach students that intellectual skills can be acquired. Praise students for effort. Highlight the struggle, obstacles and challenges. They are all part of scientific work! Gifted and talented programs should send the message that they value growth and learning. 36

37 Teen-agers Am I smart or dumb? Am I good-looking or ugly? Am I cool or nerdy? Am I a winner or a loser? And in the fixed mindset, a loser is forever. It s no wonder that many adolescents mobilize their resources, not for learning, but to protect their egos. And one of the main ways they do this is by not trying. This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. 37

38 Growth Mindset Praise 1. Form pairs, person A and person B 2. Think of a typical 3 or 4 classroom scenario in which you as a teacher are giving praise feedback to a student on a piece of work she/he has completed. 3. Or as a parent, think of a some typical scenarios in which you are giving praise feedback 4. Practice using words that encourage a growth mindset and avoiding fixed mindset labels. Lavender packet 38

39 Praise the Process, Not the Intelligence, the Talent or the Product. As parents, teachers, and coaches, our mission is developing people s potential. PVUSD GATE Services 39

40 Focused Conversation Guidelines for Effective Praise 1. Read the guidelines for effective praise, page 2 in the packet 2. Choose ONE OF THE CIRCLED guidelines to go deeper with a Focused Conversation 3. Go to station #2, #3, #6, #9 or #11 4. With the other people at your station, discuss and take notes on these questions on the Focused Conversation Worksheet in your white packet, page PVUSD GATE Services 40

41 Use Feedback to Show Students How to Fail In moments of failure, students need our feedback the most The best thing we can do for students who fail is to provide them an honest assessment of why they failed and show them how to do better next time. * Honor wrong answers as an opportunity to learn. Get students to risk being wrong. (Really good for perfectionists) * Use non-examples: That is a great non-example; now lets see how we can turn it into an example! Never Work Harder than Your Students, p. 143 PVUSD GATE Services 41

42 Never Work Harder than Your Students Effort-based ability is the belief that all students can do rigorous academic work at high standards, even if they are far behind academically and need a significant amount of time to catch up. Educators who carry this belief into their practice are not unrealistic about the obstacles they and their students face. They simply have not given up. Jonathan Saphier (quoted on p. 77) PVUSD GATE Services 42

43 Changing from Fixed to Growth Mindset Listen 43

44 Changing from Fixed to Growth Mindset Step 1: Learn to hear your fixed mindset voice. Step 2: Recognize that you have a choice. Step 3. Talk back to it with a growth mindset voice. Step 4. Take growth mindset actions. PVUSD GATE Services 44

45 Talking Back I m not sure I can do it now, but I think I can learn to with time and effort. If I don t try, I automatically fail. Where s the dignity in that? Most successful people had failures along the way, what did I learn and now what can I do differently? 45

46 Questions to Nurture a Growth Mindset What did you learn today? What did you try hard at today? What mistake did you make that taught you something? What was a challenge today? What did you practice today? PVUSD GATE Services 46

47 Living the Growth Mindset Talk about the skills you have today that you didn t yesterday, because of the effort and practice you put in. Describe with relish things you are struggling with and making progress on. Go around the table discussing your own and other s effort, strategies, setbacks and learning! PVUSD GATE Services 47

48 Practice what you preach. Model growth-mindset thinking with your child. Explain how you deal with challenges and how you continue to learn. Don t label yourself in ways that demonstrate a fixed mindset: * I m a terrible cook. * I always had trouble in math too. 48

49 Take reasonable risks, and encourage your child to do so. The growth mindset is about being a lifelong learner. Accepting risk and a certain amount of failure is part of that process. Is there something you always wanted to try but were afraid you d fail? Make a plan to do it. Allow your child to do the same. (helps cure PERFECTIONISM) 49

50 What about Perfectionism? Workaholics/perfectionists understand how to put out maximum effort, but they fear their traits are fixed They need constant validation by putting their talents on display They need to prove to themselves and the world that they are good enough OR they can become underachievers: I can t risk not being the best, so I won t try. Growth mindset allows us to value what we are doing regardless of the outcome. PVUSD GATE Services 50

51 things you have learned so far 2 things that you can use in your home or classroom 1 thing you are still wondering about 51

52 Research proves that students can change their beliefs putting an emphasis on effort Marzano * Track the connection between effort and achievement * Reflection through rubrics or learning logs PVUSD GATE Services 52

53 Effort: What role does it play?

54 Point out the perseverance/ effort of favorite athletes and stars. Discuss what habits (focus, goal-setting, daily practice, commitment) enabled the athlete to be so successful. Avoid referring to a star athlete s natural talent or effortless ability. Talk about famous people who failed in their early efforts. ( 54

55 Examples of Growth Mindset: Effort and Perseverance! 55

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57 The Natural Ability Myth Michael Jordan's coach said that he wasn t more talented than others He was cut from his freshman basketball team.

58 The Natural Ability Myth Albert Einstein's teacher said that he was academically subnormal He failed the entrance exam to get into an elite college. He spent two years looking for a teaching position, and nobody would hire him.

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61 Effective Effort!! Let s Try! Pick something you do regularly but not necessarily very effectively.

62 Effective Effort: What does it Require? 1. Time How much will it take? 2. Focus No Multi-tasking! 3. Strategies Find what works for you. 4. Resourcefulness Know where to find help. 5. Use of Feedback - Suggestions to improve. 6. Commitment - Never give up! Source: The Skillful Teacher, based on a model by Jeff Howard

63 name date Page 6 in white packet

64 Research proves that students can change their beliefs putting an emphasis on effort Marzano * Track the connection between effort and achievement * Reflection through rubrics or learning logs PVUSD GATE Services 64

65 Effective Rubrics 1. Review Effort Rubrics, pages 6 14 in white packet. 2. Ask yourself, discuss with others: * Do you already use similar rubrics, perhaps for work evaluation criteria? * Do you have students track their grades on a similar assignment chart? * Do you think you might use these rubrics, as they are or modified to meet your needs? PVUSD GATE Services 65

66 Helps upper elementary, middle school and high school students gain confidence and motivation to learn by teaching them about the brain, how to strengthen it, and how to apply brain-friendly study skills. Helps them cultivate a growth mindset, which leads to growth and learning-oriented behavior. 66

67 From Brainology: The Learning Brain 67

68 PVUSD GATE Services 68

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70 Use it or Lose it!! Our brains are always changing and creating new paths. Neuroplasticity happens every day, and can be extreme. The brain can be reconstructed all the time. We need to exercise the skill, or we lose it. The Brain That Changes Itself By Norman Doidge 70

71 ZPD: Zone of Proximal Development (Student s challenge learning level) Too difficult: Tasks I cannot do even with help I don t know it yet, but I can learn this with support. Within my ZPD: Tasks I can do with help Too easy: Tasks I can do all by myself, from which I won t learn much 71

72 Mindset Works and Brainology Curriculum to bring information to students about the Neuroplasticity of their brains and how effort leads to greater achievement. Take 5 minutes to explore the yellow packet and discuss with your partner how you can use this information in your classroom in your school or at home? 72

73 Use failures as an opportunity for reflection and growth. 1. Don t use labels, and don t let your child use them. 2. Don t shelter your child from the realities of failure by placing blame on others. 3. Ask: What can you learn from this experience? What could you try differently the next time? (Click on image for video link. ) 73

74 Fostering the Growth Mindset Nine-year old Elizabeth was on her way to her first gymnastics meet. Lanky, flexible, and energetic, she was just right for gymnastics, and she loved it. She was a little nervous about competing, but felt confident she d do well. She already knew where she d hang her ribbons. Elizabeth went first in the floor exercises. Although she did a nice job, the scoring changed after the first few girls, and she lost. She did okay in the other events too, but not well enough to win. By the end of the evening, she had received no ribbons and was devastated. 74

75 Fostering the Growth Mindset What would you do if you were Elizabeth s parents? 1. Tell Elizabeth you thought she was the best. 2. Tell her she was robbed of a win that was rightfully hers. 3. Reassure her that gymnastics is not that important in the grand scheme of things. 4. Tell her she is good and will surely win next time. 5. Tell her she didn t deserve to win. 75

76 Here s what he actually said: Elizabeth, I know how you feel. It s so disappointing to have your hopes up and to perform your best but not to win. But you know, you haven t really earned it yet. There were many girls there who ve been in gymnastics longer than you and who ve worked a lot harder than you. If this is something you really want, then it s something you ll really have to work for. 76

77 Emphasize the joy of learning for learning s sake. When discussing school, talk about learning as a means for personal reward, growth, intellectual challenge, and opportunity not as a means to earn a grade or get into a great college or become the next Olympian. 77

78 Set appropriately high expectations and provide support. Lowering standards does not raise self-esteem. Provide students with needed supports (extra help, additional resources). Don t assume that you could do it easily if you just tried harder. 78

79 Provide honest, constructive criticism that emphasizes growth Don t harp on your child s shortcomings or past mistakes. Work with your child to identify strategies for improvement. Involve your child in the problem-solving process, rather than handing out punishments. 79

80 Respond to these student comments with a partner My parents will kill me if I don t get all A s I am going to take all easy classes, so I can get straight A s A hard B is better than an easy A 80

81 Having innate talent is not a goal; expanding skills and knowledge is. 81

82 Your intelligence is in your hands!

83 Quiz Time: What are 6 Strategies you can use to nurture students Growth Mindsets? 83

84 REVIEW: Strategies for Nurturing a Growth Mindset 1. Praise Effort not innate ability 2. Teach students to recognize fixed mindset voice and how to talk back to it 3. Model a growth mindset by sharing your effort, risks, struggles and accomplishments 4. Dispel the natural ability myth of famous people 5. Support effort with specific strategies and rubrics 6. Teach students about the Neuroplasticity of their brains 7. Emphasis the JOY of learning over grades 84

85 Thumbs up for Rock and Roll